From November 7 to 9, 2013, the 2nd Saarbrücken Conference on Foreign Language Teaching will be held at the Chair of Applied Languages of the Business School of Saarland University of Applied Sciences (Germany). The conference features the theme:

The conference topic refers to those extremes of a continuum which are constantly present in language teaching.

The scope of the conference extends to the following areas which are of an exemplary character. The following list is therefore to be understood as a general guideline and can be further extended:

- Meaningful relationships between language knowledge and language skills in general- Communicative competence and language correctness- Language assessment as communicative or knowledge-based acts (integrated or separate testing of the four basic language skills)- Linguistic categorizations and cerebral processes- Grammaticality and communication: general tendencies and specific demands- Langue and parole in spoken language- Grammatical necessities to secure basic communicative needs- Communicative grammar: from basic structures up to a comfortable repertoire of mental structurisation- Relationships between communicative activites and repertoire extension in the foreign-language classroom- Language teaching on the different linguistic levels: the pendulum from language knowledge towards language skills and its forms of transition- From the grammar-translation method towards the direct method: a kaleidoscope of approaches- Sociability and language- Irony and ambiguity as communicative devices between language knowledge and language skills - encoding and decoding requirements for language learners- Linguistic registres and substandards as (non-)requirements of foreign-language mastery- The necessary cultural knowledge for the acquisition of intercultural experience- Humour as the reflexion of a high mastery level of language knowledge and language skills combined- Social and linguistic roles: what should learners know so as to be able to communicate and interact adequately- Social knowledge, language knowledge and discourse competency- Strategic competency as a dominantly knowledge-oriented ability- The use of the internet and online dictionaries- Text reception and online dictionaries- The Internet as a work of reference- Competence- and performance-oriented teaching and learning materials- Necessities of the safe acquisition of LSP structures and their use in specific situations of communication (e.g. translation and interpretation)

The above-mentioned aspects logically result in the following sections: